EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

Nosratinia, Mania; Moradi, Zahra

doi:10.17507/jltr.0802.28

Cited by 2 publications

(1 citation statement)

References 29 publications

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“…The appeal of Dörnyei's (2001) framework has led researchers worldwide to adopt it as the basis of their quantitative and qualitative enquiries into language (mostly English) teachers' uses of motivational strategies (e.g. Al-Mahrooqi, Abrar-ul-Hassan, & Asante, 2012;Alrabai, 2011Alrabai, , 2014Alrabai, , 2016Astuti, 2013;Cheng & Dörnyei, 2007;Cowie & Sakui, 2011;Guilloteaux, 2013;Guilloteaux & Dörnyei, 2008;Mezei, 2014;Moskovsky et al, 2013;Nosratinia & Moradi, 2017;Papi & Abdollahzadeh, 2011;Ruesch et al, 2012;Sugita & Takeuchi, 2010;Tavakoli, Yaghoubinejad, & Zarrinabadi, 2018;Wong, 2014). In general, their findings indicate that the uses of motivational strategies can raise different aspects of language learning motivation, engender motivated behaviours, and even augment performance.…”

Section: Introductionmentioning

confidence: 99%

English teachers’ uses of motivational strategies beyond an established framework

Lee

Lin

2019

Educational Research

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Background Although the usefulness of Dörnyei'sframework of motivational strategies to language teachers has been widely tested, motivational techniques which are not within the framework have less commonly been accounted for.Purpose This study explores the uses of motivational strategies beyond Dörnyei's taxonomy, and the factors which cause English teachers to use them.Methods 22 teachers of English as a foreign language (EFL) in Hong Kong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively.Findings The results reveal that, while most of the reported strategies corresponded closely to Dörnyei's recommendations, two additional macrostrategies -routine teaching activities and uses of authentic materials -were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility Conclusions This study hence suggests the need for a new line of research on strategies which are primarily instructional and secondarily motivational, as well as further studies which take the feasibility of motivational strategies into greater consideration.

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